UTPSZ 19:16 (Pind.1/97)
UNIVERSITI TEKNOLOGI MALAYSIA
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BORANG PENGESAHAN STATUS TESIS����
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SESI PENGAJIAN: _______________
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pengajian sahaja.
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SULIT (Mengandungi maklumat yang berdarjah keselamatan atau
kepentingan Malaysia seperti yang termaktub di dalam AKTA
RAHSIA RASMI 1972).
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���� TIDAK TERHAD Disahkan oleh
______________________________ ________________________________
(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat Tetap:
__________________________________ ________________________________
__________________________________ NAMA PENYELIA
__________________________________
Tarikh : 2 MEI 2008 Tarikh : 2 MEI 2008
LECTURERS’ AND TESL TEACHER TRAINEES’ PERCEPTIONS TOWARDS
THE LEVEL OF READINESS IN PERFORMING TEACHING PRACTICE
SHEREENA A/P SREETHARAM
NO.17 JALAN TERATAI 63, TAMAN JOHOR JAYA, 81100,
JOHOR BAHRU, JOHOR.
2007/2008
PUAN HALIZA BINTI JAAFAR
“ I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in
terms of scope and quality for the award of the degree of Bachelor of Science with
Education (TESL).”
Signature : ……………………………………
Name of Supervisor : PUAN HALIZA JAAFAR
Date : 2 MEI 2008
i
LECTURERS’ AND TESL TEACHER TRAINEES’ PERCEPTIONS TOWARDS THE
LEVEL OF READINESS IN PERFORMING TEACHING PRACTICE
SHEREENA A/P SREETHARAM
A thesis submitted in partial fulfillment of the requirements for the award of the degree
of Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
APRIL 2008
ii
I declare that this thesis entitled “Lecturers’ and TESL Teacher Trainees’ Perceptions
Towards the Level of Readiness in Performing Teaching Practice ” is the result of my
own research except as cited in the references. The thesis has not been accepted for any
degree and is not concurrently submitted in candidature of any other degree.
Signature : ……………………………………..
Name : SHEREENA A/P SREETHARAM
Date : 2 MEI 2008
iii
This piece of work is dedicated to my beloved parents, Mr. Sreetharam and
Mrs. Padmavathi, brothers Denesh Kumar and Arunesh Kumar to my special
one and friends
iv
ACKNOWLEDGEMENT
It has been a privilege for me to work with my inspiring supervisor, Puan Haliza
Jaafar. I would like to acknowledge the support I have received from her in producing
this piece of work. In particular, I would like to thank her for ensuring that the work
reached fruition. I have obtained considerable insights while working under the
supervision of her. I would also like to thank a number of lecturers from FPPSM and the
third and final year TESL students who have contributed whether directly or indirectly
to this study. Their experiences and their insights have helped shape this study. Finally, I
would like to express my appreciation to my beloved parents, Mr. Sreetharam and Mrs.
Padmavathi as well as my brothers, Denesh Kumar and Arunesh Kumar, and to my
special one Krishnan for their assistance and support throughout completing this study.
My deepest thanks to all.
v
ABSTRACT
Teaching practice is a course offered to teacher trainees of the Faculty of
Education, Universiti Teknologi Malaysia. This course will enable the trainees to
practice their teaching skills under the guidance of a supervisor. The research was
carried out to investigate the effectiveness of the subjects taught to the teacher trainees
before their teaching practice and to determine the level of readiness in terms of subject
knowledge and subject competence of the teacher trainees. The respondents of this
research were 34 and 39 third and fourth year TESL students respectively. The
respondents were required to answer the questionnaires. Five lecturers who had taught
the TESL programme and went out to supervise the teacher trainees from the
Department of Modern Language (FPPSM) participated in the interview sessions. All
the data obtained from the questionnaires and interview sessions were analyzed
manually. The findings of this research proved that the exposure to the several subjects
before teaching practice really helped the teacher trainees in performing their teaching
practice. The teacher trainees were able to apply all the skills and techniques gained in
the real classroom context. However, this research proved that many of the teacher
trainees were not prepared in terms of subject knowledge and subject competence. Most
of the trainees do not have deep understanding on subject knowledge and are still
encountering problems in terms of their language proficiency. To conclude, the findings
of this research offered some recommendations to further improve the performance of
TESL teacher trainees during the teaching practice. The suggestions given would help
the teacher trainees to enhance the level of readiness in terms of their subject knowledge
and subject competence. This would enable the trainees to perform their teaching
practice more effectively.
vi
ABSTRAK
Latihan Mengajar adalah suatu kursus yang ditawarkan kepada guru-guru pelatih
Fakulti Pendidikan, Universiti Teknologi Malaysia. Kursus ini akan memberikan ruang
kepada guru-guru pelatih untuk melatih kemahiran mengajar mereka di bawah
penyeliaan guru pembimbing. Kajian ini dijalankan untuk mengkaji keberkesanan
subjek-subjek yang telah ditawarkan kepada guru-guru pelatih sebelum mereka
menjalani latihan mengajar. Selain itu, kajian ini juga bertujuan untuk menilai tahap
kesediaan guru-guru pelatih dari segi kesediaan pengetahuan dalam bidang mereka serta
kecekapan subjek pengajaran mereka. Responden kajian ini terdiri daripada 34 orang
guru pelatih (TESL) tahun tiga dan 39 orang guru pelatih(TESL) tahun empat.
Responden telah menjawab satu set borang soal-selidik yang telah diedarkan. Lima
orang pensyarah dari Fakulti Pengurusan dan Pembangunan Sumber Manusia yang
mempunyai pengalaman mengajar subjek-subjek TESL serta telah menyelia guru-guru
pelatih telah ditemuramah. Semua maklumat yang diperolehi melalui borang soal-selidik
serta temuramah telah dianalisis secara manual. Hasil dapatan kajian ini membuktikan
bahawa pendedahan beberapa subjek kepada guru-guru pelatih sebelum mereka
menjalani latihan mengajar amat membantu mereka semasa menjalani latihan mengajar.
Guru-guru pelatih dapat mengaplikasikan semua kemahiran dan teknik yang telah
dipelajari dalam konteks pengajaran yang sebenar. Walaubagaimanapun, kajian ini
membuktikan bahawa kebanyakkan guru pelatih tidak bersedia dari aspek kesediaan
pengetahuan dalam bidang mereka serta kecekapan subjek pengajaran mereka. Guru-
guru pelatih ini tidak mempunyai pengetahuan yang mendalam dalam bidang mereka
serta masih menghadapi masalah dalam penguasaan bahasa. Selain itu, hasil dapatan
kajian ini juga memberikan beberapa cadangan yang dapat mempertingkatkan lagi tahap
kesediaan guru-guru pelatih TESL dari aspek kesediaan pengetahuan dalam bidang
mereka serta kecekapan subjek pengajaran mereka. Ini membolehkan guru-guru pelatih
menunjukkan prestasi yang lebih baik semasa menjalani latihan mengajar.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii-xi
LIST OF TABLES xii
LIST OF FIGURES xiv
LIST OF ABBREVIATIONS xv
LIST OF APPENDICES xvi
1 INTRODUCTION 1
1.0 Introduction 1
1.1 Background of the problem 3
1.2 Statement of problem 4
1.3 Objectives of the research 6
1.4 Research questions 7
1.5 Significance of the study 7
1.6 Scope of the study 9
1.7 Definition of the terms 10
viii
1.7.1 Subject knowledge 10
1.7.2 Subject competence 10
1.7.3 Knowledge 10
1.8 Conclusion 11
2 LITERATURE REVIEW 12
2.0 Introduction 12
2.1 Teaching Practice 13
2.1.1 Objectives of teaching
practice 15
2.1.2 The importance of teaching
practice 16
2.1.3 Characteristics of a good
teacher 17
2.1.3.1 Commitment to students
and their learning 18
2.1.3.2 Knowledge of subjects 18
2.1.3.3 Ability to manage and monitor
students’ learning 19
2.1.3.4 Ability to think about
teaching and learn from
experiences 19
2.1.3.5 Participation in learning
communities 19
2.1.4 Elements of good teaching 20
ix
2.2 Teaching as a Profession 22
2.2.1 Knowledge of Learners and Their
Development 23
2.2.2 Knowledge of Subject Matter
and Curriculum Goals 24
2.2.3 Knowledge of Teaching 25
2.3 Teacher Training Programmes 26
2.4 Teacher’s Education Curriculum in
Universiti Teknologi Malaysia 27
2.4.1 Compulsory Courses 29
2.4.2 Core Programme Courses 30
2.5 Teacher’s Subject Matter Knowledge 31
2.5.1 Content Knowledge 33
2.5.2 Pedagogical Content Knowledge 34
2.5.3 Curriculum Knowledge 35
2.6 Subject Competence 35
2.7 Implications for Teacher Preparation 36
2.8 Conclusion 37
3 METHODOLOGY 39
3.0 Introduction 39
3.1 Respondents 40
3.2 Research Instruments 41
3.2.1 Questionnaires 41
3.2.2 Interviews 42
3.3 Research Procedures 43
3.3.1 Administration of Questionnaires 44
x
3.3.2 Administration of the Interview 45
3.4 Data Analysis 45
3.5 Conclusion 46
4 FINDINGS AND DISCUSSIONS 47
4.0 Introduction 47
4.1 Findings 47
4.1.1 Background Information 48
4.1.1.1 Gender of the respondents 49
4.1.1.2 Race of the respondents 50
4.1.1.3 Year of study of the
respondents 51
4.1.1.4 Experience in teaching
English 52
4.2 Subject Competence 53
4.3 Effectiveness of the courses taught 54
4.4 Level of readiness in terms of subject
knowledge 61
4.5 Level of readiness in terms of subject
competence 66
4.6 Discussions 71
4.6.1 Effectiveness of the courses
taught 71
4.6.2 Level of readiness in terms of
subject knowledge 74
4.6.3 Level of readiness in terms of
subject competence 77
4.7 Conclusion 80
xi
5 CONCLUSIONS AND RECOMMENDATIONS 82
5.0 Introduction 82
5.1 Conclusions 83
5.2 Recommendations based on
findings 88
5.3 Recommendations for future research 91
BIBLIOGRAPHY 92
APPENDICES 96
xii
LIST OF TABLES
TABLE NO. TITLE PAGE
2.3 Syllabus of a TESL training programme 27
2.4 Course Components for Bachelor of
Science in Education (TESL) 28
4.3 Responses Based on the Frequency and
Percentage for the Effectiveness of the
Courses Taught to the Teacher Trainees 54
4.3.1 Responses Based on the Frequency for the
Effectiveness of the Courses Taught 59
4.4 Responses Based on the Frequency and
Percentage for the Level of Readiness in
Terms of Subject Matter 61
4.4.1 Responses Based on the Frequency and
Percentage for the Level of Readiness in
Terms of Subject Knowledge 62
4.5 Responses Based on the Frequency and
xiii
Percentage for the Level of Readiness in
Terms of Subject Competence 66
4.5.1 Responses Based on the Frequency and
Percentage for the Level of Readiness in
Terms of Subject Competence (Practices
and Skills) 69
xiv
LIST OF FIGURES
FIGURE NO. TITLE PAGE
2.1 Training for Professional Practice 14
2.2 A Framework for Understanding
Teaching and Learning 22
2.5.1 Interconnections between effective
teaching and content knowledge 34
4.1.1.1 The gender of the respondents 49
4.1.1.2 The race of the respondents 50
4.1.1.3 Year of study of the respondents 51
4.1.1.4 Experiences in teaching English 52
4.2 Rank of important TESL courses 53
xv
LIST OF ABBREVIATIONS
FOE - Faculty Of Education
TESL - Teaching English as a Second Language
UTM - Universiti Teknologi Malaysia
FPPSM - Fakulti Pengurusan dan Pembangunan Sumber Manusia
xvi
LIST OF APPENDICES
APPENDIX TITLE PAGE
A Questionnaire 96
B Interview Questions 106
C Analysis of the Questionnaire 108
CHAPTER 1
INTRODUCTION
1.0 Introduction
According to Brown (1980), teaching can be defined as “showing or helping
someone to learn how to do something, giving instructions, guiding in the study of
something, providing with knowledge and causing to know or understand something”.
Chitravelu (2005) stated that a teacher requires practice in using the skills involved in
teaching before teaching in the real classroom context. A good teacher should be able to
demonstrate and practice various teaching skills and behaviours.
In addition to that, Kennedy ( 1990 ) believed that a good teacher should show
that they are the masters of the subject, exhibit passion for their field and create a
positive environment for learning. It is very crucial for a teacher to know the subject and
be truly knowledgeable in the subject area. The teacher must have the ability to
demonstrate comprehensive knowledge of the subject. A good teacher must also know
the field of specialization very well to make the subject interesting and attract the
students’ attention to learn.
2
Kennedy ( 1990 ) stated that a good teacher needs to ‘understand subject matter
deeply and flexibly so that they will be able to help students create useful cognitive
maps, relate one idea to another and address misconceptions ’. Teachers must see how
ideas are connected across fields and with everyday life. The deep understanding of the
subject matter will provide a foundation for content knowledge which will enable the
teachers to make ideas accessible to others.
A teacher should also have the enthusiasm on the subject matter to be a good
teacher. A competent teacher must be very interested in the subject matter. They should
have the ability to show interest in the teaching process too. It is crucial for a teacher to
show interest in the teaching and learning process as it will influence the students’ level
of motivation during the learning process.
In brief, it is important for teacher trainees to be exposed to the real teaching
world where they will be able to apply their knowledge. According to Murphy (2003),
teaching practice is a central component in the teacher education programmes. Teaching
practice will be the time that trainee teachers will get to work with experienced teachers.
This is a crucial step in learning to be an effective teacher. It is also the time for trainees
to put into practice the theories that they have learned in their course. In short, teacher
trainees will be able to apply their subject knowledge and subject competence by
undergoing teaching practice.
3
1.1 Background of the problem
Many of the teacher trainees who have undergone their teaching practice found
that they are not well – prepared in terms of subject knowledge and subject competence.
According to Murphy ( 2003 ), teaching is often related with subject matter and teacher
transmission. It is highlighted that “a teacher is an expert in the subject matter and thinks
mainly of himself or herself and the content to be taught”. In order to deliver an effective
lesson, teacher trainees should be able to apply their knowledge to make the subject
interesting and accessible to students (Brooks, 2004). Teachers need to understand what
the students like about the subject, what makes it difficult for them and what their
common misconceptions are. However, many of the teacher trainees are not able to
deliver the lesson effectively because they do not have a flexible understanding of
subject matter. Moreover, the trainees are not able to anticipate and respond to typical
student patterns of understanding and misunderstanding within a content area
(Hammond, 2005).
In addition, many teacher trainees have difficulties in the teaching process
because they lack sufficient understanding of the subject matter (Kennedy, 1990). The
trainees are not able to appreciate how knowledge in their subject is created, linked to
other disciplines and not able to apply the subject matter knowledge with the real-world
settings (Hammond, 1995). Basically, knowledge of the subject is very important in a
teaching process. Gaudart (1988) stated that “training teachers in the pedagogical
behaviour of explaining cannot succeed if teachers do not adequately understand the
content they are supposed to explain”. This shows that the level of readiness in terms of
subject knowledge plays an important role in the teaching and learning process of a
teacher trainee.
4
The lack of subject knowledge among teacher trainees will affect the teaching
process too (Blake, 1995). Chacon (2005) highlights that subject matter knowledge is
the amount and organization of the knowledge in the mind of the teacher. Teachers with
only a limited knowledge of a subject may avoid teaching difficult or complex aspects.
This is to avoid students’ participation and questioning. The limited subject knowledge
of the teacher trainees will prevent teacher trainees from giving meaningful explanations
to the students.
In addition to that, Chacon (2005) believed that many teacher trainees are less
competent in handling their duties as a teacher. Many of them do not show interest in
delivering the lesson as they often view language as an ‘object’. As a result the
instruction often becomes fragmented, decontextualized, teacher-centered and separated
from students’ needs and interest. In short, subject knowledge and subject competence
are very crucial in developing and producing an effective teacher.
1.2 Statement of problem
According to Buku Panduan Akademik Ijazah Sarjana Muda (Sesi 2003 / 04)
Fakulti Pendidikan, teaching practice is a compulsory course that all the third year
students of Faculty of Education ( FOE ) should take in order to graduate. The students
are required to undergo their teaching practice for twelve weeks at a specific school that
is chosen by the FOE. The main purpose of teaching practice is to enable all the teacher
trainees to perform all the theories and teaching skills that have been exposed to them
throughout the TESL programme. Moreover, the teacher trainees will be able to apply
all the knowledge and skills gained in the real teaching world.
5
As stated by Murphy (2003), teaching practice component is central to all teacher
education programmes. Teaching practice will be the time when the teacher trainees will
be working with real learners in the real teaching world. Teacher trainees will be able to
apply and refine their teaching skills in the classroom. However, many of the TESL
teacher trainees are not well – prepared to undergo their teaching practice as they are not
ready in terms of subject knowledge and subject competence.
First, teacher’s subject knowledge is very crucial in order to develop an effective
teaching. By not knowing the subject knowledge well, teacher trainees will not be able
to transfer the knowledge to their students at their level of understanding. This will result
in negative consequences whereby the students will not be able to comprehend what the
teachers are trying to teach.
The level of mastery in subject knowledge is also crucial to deliver the lesson.
The teacher should be knowledgeable in the subject area. Trainee teachers will
encounter difficulties to teach efficiently if they have not mastered their subjects well.
On the other hand, teacher trainees will not be able to deliver meaningful explanations
due to limited subject knowledge.
According to Bowers (1987), many teacher trainees are having problems to
perform their teaching practice due to the lack of subject competence. Subject
competence is one of the important elements as it will help teacher trainees to manage
the class. As many of the teacher trainees are not competent, they might have difficulties
in performing the teaching practice successfully and effectively.
6
In brief, teacher’s knowledge of their subject matter and the importance of this
knowledge are important for a successful teaching process. Milne (1999) highlighted
that a teacher should master the knowledge of the subject itself and knowledge of the
curricular development. In addition, a teacher should be competent in delivering an
effective lesson. The mastery of subject knowledge and subject competence will
influence the level of readiness among teacher trainees in performing their teaching
practice.
1.3 Objective of the research
It is hoped that through this research, the researcher will be able to :
1.3.1 identify the importance of the courses taught to the teacher trainees at the
university before undergoing teaching practice
1.3.2 determine the level of readiness in terms of subject knowledge among the
teacher trainees in performing teaching practice
1.3.3 determine the level of readiness in terms of subject competence among the
teacher trainees in performing teaching practice
7
1.4 Research questions
This research has been designed to provide answers to the following questions :
1.4.1 How effective are the courses taught to the teacher trainees before they
undergo teaching practice ?
1.4.2 What is the level of readiness in terms of subject knowledge among the
teacher trainees during teaching practice ?
1.4.3 What is the level of readiness in terms of subject competence among the
teacher trainees during teaching practice ?
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